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Informal assessments should continually focus on improving students’ performances and allow educators to understand their learning processes and needs.

As mentioned previously, informal assessments are typically

• content and performance driven, 
• reliant on observations and work samples, and
• not as rigidly structured as formal assessments.

When using an informal assessment, a teacher should carefully consider the intended purpose of and audience for the assessment. Cultural considerations should also be made in order to capture authentic results.

While the data gained from informal assessments should be incorporated into a school’s decision-making process, assessment data should not be the sole source in driving the process. In addition, the data may indicate a need to refer students to more formal methods of assessment in order to meet their needs appropriately.

Informal assessments may include the following: